USE DIFFERENTIATED DEVELOPMENTALLY
APPROPRIATE LEARNING EXPERIENCES-
PPST Module 6
November 11, 2022
Matanos National High School
Presenter: JOANN M. BENOYA
We Sing, You Act, They Create
Group 1 : Sing “Leron-Leron Sinta” accompanied
with claps in 2-4 time or in 1,2, 1 & 2 rhythm.
Repeat the song two times.
Group 2: Perform the song through actions.
Choose someone from the members who will lead
the actions of your group.
Group 3: Create a tableau that describes the song. Present it
in the last part of the song.
Leron,leron sinta, buko ng papaya
Dala-dala’y buslo, sisidlan ng sinta
Pagdating sa dulo’y, nabali ang sanga
Kapos kapalaran, humanap ng iba
Gumising ka Neneng, tayo’y manampalok
Dalhin mo ang buslong, sisidlan ng hinog
Pagdating sa dulo’y, lalamba-lambayog
Kumapit ka Neneng, baka ka mahulog.
OBJECTIVES:
Explain the concept of the differentiated instruction.
Identify ways and bases in differentiating instructions.
Enumerate various strategies that can be used in differentiated
instruction.
Write a Professional Development Plan on strengthening the
use of differentiated strategies to address the learners’ gender,
needs, strengths, interests, and experiences.
Priming Activity:
Watch the video then later say something about the
title.
“Being Different is Beautiful.”
https://www.youtube.com/watch?
v=0ISsSwxn8NY&list=PPSV
How about your learners?
How your learners differ from each other in your
classroom?
What are your experiences in teaching different
learners in the classroom?
How did you deal these learners in your class?
Group Activity:
1. You will be divided in five groups.
2. Each group will be provided with the copy of the
scenario for reference.
3. Write your observations of the activities of the teacher on the
scenario on the provided metacards in 3 minutes.
3. Post your output to the designated area for discussion.
“Teacher Grace is a 2nd grade Edukasyon sa
Pagpapakatao (EsP/Values Education) teacher. In
the excerpt daily lesson plan, she prepares a small
group activity.”
What are your common observations in the activities
of the teacher?
Guide Questions:
What kind of activities were given by Teacher Grace? How did she
differentiate the activities?
Did the activity correspond to learners’ diversity? Why or why not?
Was Teacher Grace able to use the differentiated teaching
strategies to suit the learners’ gender, needs, strengths, interests
and experiences. If yes, can you cite some?
Ifyou were to enrich the same activity, how would you ensure that
learners’ diversity is addressed?
Suggestions for Improvement
When a teacher reaches out to an individual or
small group to vary his/her teaching in order to
create the best learning experience, that teacher is
differentiating instruction.
Differentiated Instruction:
> Is tailoring instruction to meet individual needs.
> Is honoring each student's learning needs.
> Is maximizing each student’s learning capacity.
-The use of ongoing assessment and flexible grouping makes this
a successful approach to instruction.
.
Teachers Can Differentiate Through:
Content Process Product Learning
Environment
Based on Student’s
Needs & Experience
Readiness Gender
Interests
Elements which can be differentiated:
Content – what the student needs to learn or how the student
will get access to the information.
Process – activities in which the student engages in order to
make sense of or master the content.
Product – culminating projects that ask the student to rehearse,
apply, and extend what he or she has learned in a unit;
Learning environment – the way the classroom works and feels.
DIFFERENTIATED TEACHING STRATEGIES
>the approaches or tactical procedure used to reach a goal
involving a wide variety of texts, tasks, processes and products
suited to the various learning needs of diverse range of students.
Bases of differentiation:
A. LEARNERS’ GENDER- the social attributes and opportunities
associated with being male and female and the relationships
between women and men and girls and boys, as well as the
relationships between women and those between men.
Bases of differentiation:
B. LEARNERS’ NEED- these are observable gaps between a
learner’s present knowledge or competence and the
curriculum standards identified as necessary for the grade
level.
C. LEARNERS’ STRENGTHS- these are pre-existing
knowledge or competence that helps a learner meet required
standards.
Bases of differentiation:
D. LEARNERS’ INTERESTS- these are learners’ personal
preferences, likes or dislikes, which must be considered in the
teaching-learning process.
E. LEARNERS’ EXPERIENCES- these refer to skill or
knowledge that a learner gets from doing something.
HOW TO START?
1.Do a formative assessment to your class.
2. Create an individual profile of the learners.
3. Using the results of your assessment or profiling,
you can modify/differentiate content, process,
product and learning environment along with the
learning area.
“When a teacher tries to teach something to the
whole entire class at the same time, chances are,
one-third of the kids already know it; one-third will get
it; and the remaining third won’t. “
Lillian Katz
ILLUSTRATION OF PRACTICE NO. 1:
Based on learners’ interests.
Teacher Angel is a 7th grade Science teacher. The classes
she handles are heterogeneous, that is, she handles diverse
learners in the classroom. In the learning competency:
investigate properties of unsaturated or saturated solutions
(S7MT-Ic-2), the differentiated teaching strategy she used to
teach is:
Teacher Angel unpacked the learning competency by teaching the properties of
unsaturated solutions first, instead of teaching both types the same day.
Here is her activity:
1. She distribute three samples of unsaturated solution: vinegar.
2. She assign groups based on their readiness to study the samples
of unsaturated solutions from different angles.
3. Using the samples of unsaturated solutions as the topic, she ask
the students to:
A. Describe it: How does vinegar look like?
b. Compare it: Compare vinegar with something else. What is it
similar to or different from?
c. Associate it: What do you associate unsaturated solutions with?
What does it make you think about?
d. Analyze it: Describe the components of each saturated solution.
What are the characteristics of its components? How is it made?
e. Apply it: What can you do with a vinegar? How can you use
vinegar?
f. Argue for or against it: Present an argument for or against
unsaturated solutions.
DESCRIBE
IT!
ASSOCIATE APPLY IT! ANALYZE
IT! IT!
ARGUE FOR
OR
AGAINST IT!
COMPARE
Cubing IT!
Each member shall roll the cube and answer the question based on
the cube. Give students about 10 minutes to build a mini-
presentation based on their interests.
ILLUSTRATION OF PRACTICE NO. 2:
Based on Learners’ Gender
Teacher Maynard, a Grade 3 Science teacher, considers his
learners’ diversity in teaching. In his instruction of the competency
S3LT-IIa-b-2 Enumerate healthful habits to protect the sense
organs, he provides freedom among his pupils to choose the
mode of their performance as reflected in his verbal instructions.
Performance tasks. Choose one which a learner can definitely do.
in a _____ , present the different healthy habits to protect the
sense organs.
rap poster poem Rhyme
song mime letter report
rap poster poem Rhyme
After, each will look for classmates who choose the same
task and form a group.
Adopting flexible grouping:
1.Plan student working arrangements depending on the
learners’ needs. You may adopt whole- class, small-group or
individualized activities.
2. Allow your students with mixed strengths and readiness or
learning patterns to work together.
Differentiating the teaching process:
1. Identify the learning goals.
2. Provide varied options of learning activities considering the
learners’ interests and abilities.
ILLUSTRATION OF PRACTICE NO. 3
Based on Learners’ Experiences
> Teacher Arwin, a 4th grade English teacher develops learning tasks
on the competency EN4WC-IIIb27- Write or compose a news story.
After explicitly teaching the structure and language feature of news
stories, he tells his students to write a sample news story with the
following prompt:
Task: Write a news report about an event that happened in your
barangay last week. Be guided by the following questions:
> What happened?
> Who were in the event?
> Where did it happen?
>When did it happen?
>Why did it happen?
>How did it happen?
ILLUSTRATION OF PRACTICE NO. 4:
Based on Learners’ Needs & Readiness
TeacherFilomena is a 6th Grade Mathematics teacher handling
heterogeneous classes. She decides to use tiered strategy in
teaching graphs to learners with varying needs and readiness.
Teacher Filomena is able to cover what the learners know and
understand about graphs including its application. She bears in
mind the readiness and needs of the learners in this tiered
instruction.
When teachers tier assignments, they make slight adjustments
within the same lesson to meet the needs of students. All
students learn the same fundamental skills and concepts but
through varying modes and activities. The tiers appropriately
challenge students at their ability levels. The teacher’s challenge
is to make sure all tasks, regardless of the tier level, are
interesting, engaging, and challenging (Tomlinson, 1999).
6 Steps for a tiered instruction:
1. Identify key concepts, skills, and essential understandings that
you want all students to achieve. These elements become the basis
for your on-level tasks.
2. Identify how you will cluster groups/activities. Although you can
create multiple levels of tiers, keep the number of levels consistent
with your group of students. Don’t make three tiers if only two groups
of students exist in your classroom—those students who are working
at grade level and those students who are struggling, for example.
Steps for a tiered instruction:
3. Select elements to tier.
4.Create your on-level tier.
5.Design a similar task for struggling learners. The task should
make adjustments based on student readiness.
Steps for a tiered instruction:
6. If needed, develop a third, more advanced activity for
learners who have already mastered the basic standard or
competency being addressed. Make sure the task actually
requires higher-level thinking than the on-level tasks. The
advanced tier shouldn’t just be more of the same thing.
6 WAYS TO TIER A LESSON:
(Heacox, 2002)
a. Tier by challenge level (Bloom’s Taxonomy)
b. Tier by complexity (you address the needs of students at
introductory levels, as well as the needs of students who are
ready for more advanced work.)
c.Tier by resources (When you choose materials at various
reading levels and complexity of content, you are tiering
assignments by resources.)
WAYS TO TIER A LESSON:
d.Tier by outcomes (Students use the same materials but
end products vary.)
e.Tier by process (The end products are the same but the
ways students arrive at those outcomes may vary.)
F. Tier by product (Group by multiple intelligences or learning
styles followed by assignments that fit those preferences.)
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and
experiences.
Anchor Activities: Tasks for students to work on independently
after assigned work is completed at a high level of quality. Tasks that
a portion of the class can be working on when the other part of the
class is meeting with the teacher to “sponge” up time without
wasting instructional time.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and experiences.
Centers: Areas in the classroom containing collections of
activities and/or materials designed to reinforce, or to extend
certain skills or concepts, or to motivate students to explore topics
of interest.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and
experiences.
Choice Boards: Students select from assignments that are
placed in pockets and changed as necessary. Teachers can
target student need and readiness by directing them to select
from a certain row.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and experiences.
Compacting: A three-stage process where teachers assess
students prior to teaching a unit or skill to determine what the
student does know, does not know, and what alternate
experiences will replace those activities already mastered.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and
experiences
Flexible Grouping: Temporarily grouping students by interest,
achievement level (readiness), learning profile, activity
preference, or special needs.
Group Investigations: (Interest Groups & Interest Inventory):
Students are introduced to topics related to something being
studied in class and grouped by interests, then are guided
through the investigation of a topic with teacher support.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and experiences
Jigsaw: A cooperative strategy where students work with peers
who study one fact of a topic and then return to a “home-base”
group for sharing what they have learned.
Learning Contracts:A negotiated agreement between teacher
and student which gives students freedom in acquiring
knowledge and skills, provides for student choice, delineates
working conditions, and establishes what information will be
learned and how it will be shared.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and experiences
Stations: Different spots in the classroom where students work
with various tasks simultaneously, which are linked by a set of
concepts and skills.
Socratic Seminar: A discussion format where students share
with each other their thoughts on a particular piece from
literature, history, current events, issues, or hypothetical
situations.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and
experiences
Tic-Tac-Toe: A menu or options arranged in a 3 x 3 block grid.
Students choose their tasks in a vertical, horizontal, or diagonal
line.
Tiered Assignments: Changing the depth or complexity of a
lesson to create multiple levels of tasks and assigning students
to a level according to their readiness.
Differentiated strategies in addressing learners’
gender, needs, strengths, interests and experiences
Web Quests: A teacher designed Internet lesson
developed with specific learning goals in mind,
some specified and relevant Internet links, and
guidelines that support students in the research or
inquiry process.
ILLUSTRATIONS OF PRACTICE THAT MAYBE USED IN
PLANNING LESSONS AND ACTIVITIES, AND IN DEVELOPING
INSTRUCTIONAL MATERIALS AND ASSESSMENT TOOLS
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher initiates learning experiences
Gender that are equitable for all learners. The
teacher does not show preference for any
group over the other (e.g, the teacher does
not say that female learners are working
better than male learners). The teacher can
also assign male and female leaders in small
group discussions and activities.
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher integrates into the lessons, activities
Needs that promote the emotional well-being of the
learners. The teacher encourages learners to
work together and practice friendship skills (e.g,
helping others, sharing toys or books, and taking
turns in games or activities). The teacher also
provides positive comments when learners
manifest these skills.
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher teaches learners how to manage
Needs and how to appropriately express their emotions
(e.g, using of emotion words or emotional
vocabulary; playing emotional charades; creating
feelings collage; using sounds to express
emotions; using songs that express different
emotions and keeping a feelings journal).
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher provides activities that help
Strengths learners celebrate their strengths. The
teacher can use prompts such as “I was
proud of myself when I...” or “The things I am
good at are...” The teacher can also facilitate
activities such as Strength Chats, Genius
Hour, Innovation Day and Identity Day.
KEY CONCEPTS ILLUSTRATIONS OF PRACTICE
The teacher provides varied opportunities for
Interests learners to express and pursue their
individual interests. He or she offers choices
on how learners can accomplish tasks
according to the learners’ interests (e.g, in a
music class, a teacher can assign learners to
interpret a song by creating a relevant
artwork; presenting an interpretative dance;
composing a different lyric or reporting on the
background of the song).
PROFESSIONAL DEVELOPMENT PLAN
STRENGTHS What DEVELOPMENT ACTION PLAN TIMELINE When RESOURCE
are the skills you NEEDS What are What can you will you implement NEEDED What
are good at? the skills you need recommend for your plan? assistance/
to improve? your development resources do you
intervention? need to implement
the plan?
OBJECTIVES:
Explain the concept of the differentiated instruction.
Identify ways and bases in differentiating instructions.
Enumerate various strategies that can be used in differentiated
instruction.
Write a Professional Development Plan on strengthening the
use of differentiated strategies to address the learners’ gender,
needs, strengths, interests, and experiences.
"If you are lucky enough to be different, don't ever change"
Taylor Swift
https://www.youtube.com/watch?v=M5JcGo3FCyk&list=PPSV
Thank you!
